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Lesson 3 - Symmetrical Balances on Apparatus

Symmetry in Body Shapes

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Year 3

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Gymnastics

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45 min

Big Question

How can we create excellent symmetrical balances with our partners and move out of them with perfect flow?

Learning Objectives

To create symmetrical balances with a partner on apparatus
To develop controlled movements out of balances using the concept of flow
To evaluate and improve partner work through constructive feedback

Key Outcomes

Students will execute symmetrical balances in pairs on apparatus
Students will demonstrate smooth, flowing movements when exiting balances
Students will provide constructive feedback to improve performance

Equipment & Resources Required

Gymnastics Benches

7 benches

Placed around hall with adequate spacing for safety

Alternative: Long, sturdy tables or balance beams

Gymnastics Mats

12-16 mats

Positioned under and around apparatus for safety

Alternative: Crash mats or yoga mats

Low Gymnastics Boxes

4-6 boxes

Various heights for different challenge levels

Alternative: Sturdy platforms or steps

Climbing Frame Section

2-3 sections

Secure and checked for stability before use

Alternative: Wall bars or gymnasium wall fixtures

Cones

12 cones

Mark safe working areas around apparatus

Alternative: Markers or chalk lines

Key Vocabulary

Symmetrical

When both sides of a shape or movement are exactly the same

Balance

Holding a still position with control and stability

Flow

Smooth, continuous movement without stopping or jerky actions

Apparatus

Gymnastics equipment like benches, mats, and climbing frames

Connection points

Where partners touch or link together in a balance

Levels

Different heights in gymnastics - low, medium, and high

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic symmetrical movements on the floor
Simple balances individually
Understanding of symmetry concepts

Current Skills

Creating symmetrical balances with a partner
Working safely on apparatus
Moving with flow and control

Next Steps

Asymmetrical balances on apparatus
Creating longer sequences
Advanced transitional movements

Milestone Indicators

Holds symmetrical balance for 4+ seconds

Demonstrates smooth transitions

Shows creativity in balance positions

Key Teaching Points

Safety awareness must be established before any apparatus work begins
True symmetry requires both sides to be identical - reinforce this concept throughout
Flow is about smooth, continuous movement without jerky or stop-start actions
Partner cooperation is essential - both students must be equally involved in creating balances
Individual challenge levels should be encouraged while maintaining partner work
4-second holds develop strength and control - insist on full duration
Peer assessment develops critical thinking and communication skills

Common Misconceptions

Thinking symmetry just means 'both arms up' - teach variety in symmetrical shapes
Believing flow means moving fast - emphasise control and smoothness over speed
Assuming apparatus work is just about height - focus on quality of movement
Thinking only complex balances are impressive - celebrate excellent simple balances
Believing one partner should lead all decisions - encourage equal partnership
Assuming peer feedback should focus on mistakes - teach positive observation first

SEN Adaptations

ADHD

Shorter activity segments, clear boundaries around apparatus, regular movement breaks, explicit behaviour expectations

dyspraxia

Extra practice time for coordination, simplified movement patterns initially, verbal cueing for movement sequences, patient skill building

autism spectrum

Clear visual schedule of lesson progression, consistent routines, quiet spaces available, predictable apparatus layout

visual impairment

Verbal descriptions of apparatus layout, physical guidance for equipment exploration, tactile markers for positioning, buddy system for support

hearing impairment

Visual demonstrations of all movements, sign language support where available, written instruction cards, clear visual safety signals

physical disability

Adapted apparatus heights, wheelchair-accessible equipment options, modified balance positions, seated variations of movements

Cross-Curricular Links

English

Vocabulary development (symmetrical, flow, apparatus), descriptive language for movement, giving constructive feedback

Maths

Symmetry concepts, counting in sequences, measuring time intervals, spatial awareness and geometry

Science

Forces and balance, gravity effects, muscle and skeleton function during movement

Art

Symmetrical patterns and designs, creating balanced compositions, understanding of aesthetic principles

Teacher Guidance

Positioning

Move between apparatus stations maintaining visual contact with all groups. Position at corner points for maximum visibility.

Observation Focus

Watch for control and stability in balances, quality of symmetrical shapes, smooth flow in transitions, partner cooperation

Intervention Points

Step in when safety is compromised, when students struggle with concepts, when apparatus selection is inappropriate

Demonstration Notes

Use clear, slow movements for all demonstrations. Emphasise symmetry visually. Show flow concepts with exaggerated smooth movements.

Verbal Cues

•'Show me perfect symmetry!'
•'Flow like water!'
•'Four gymnastics counts!'
•'Safety first, challenge second!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium, minimum 15m x 12m, with high ceiling for apparatus work

Surface Check

Non-slip surface, dry and free from obstacles. Mats provided for all landing areas

Equipment Safety

Safety Checks

•All apparatus checked for stability before lesson
•Safety mats positioned under and around apparatus
•Maximum one pair per piece of apparatus
•Equipment appropriate for Year 3 age group

Risk Management

Key Risks

•Falls from apparatus
•Collisions between students
•Unsupervised apparatus use
•Inappropriate risk-taking

Risk Mitigation

•Clear safety rules established and reinforced
•Only one pair per apparatus at any time
•Progressive skill building from floor to apparatus
•Continuous teacher supervision and positioning
•Safety mats under all apparatus
•Age-appropriate challenge levels maintained

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all apparatus stations
•Move between groups to provide close supervision
•Monitor apparatus stability throughout lesson
•Watch for fatigue affecting safety

Emergency Procedures

Stop signal recognised by all students, immediate teacher assessment, appropriate first aid response, clear evacuation routes maintained